Bakgrund: Med grund i finanskrisen år 2008, infördes förordningen European Market Infrastructure Regulation, EMIR, för att öka transparensen och minska motpartsrisken på den europeiska derivatmarkanden. Marknaden påvisar att implementeringen av regelverket har varit problematiskt då regelverket anses vara otydligt formulerat. Enligt undersökningar, ökar transaktionskostnaderna på derivatmarknaden till följd av EMIR. Nya aktörer faller, till följd av regelverket, under Finansinspektionens tillsyn vilket ytterligare bidrar till en implementeringsproblematik värd att analysera. Syfte: Syftet med studien är att utreda och utifrån institutionell teori analysera vilka kostander och problem som uppkommit vid implementeringen av EMIR samt diskutera lösningar för dessa. Genomförande: För att uppnå studiens syfte har författarna använt sig av institutionell teori samt ett kvalitativt tillväggångssätt. Empirin är behandlad med ansats i utredning av den implementeringsproblematik berörda parter upplevt till följd av EMIR. Empirin erhålls genom semistrukturerade intervjuer. Med berörda parter avses, i studien, olika intressenter på den marknad som uppstått i och med implementeringen av EMIR. Med teorin som grund kommer olika lösningar på implementeringsproblematiken diskuteras i analysen. Slutsats: Regelverket anses vara otydligt och komplext vilket leder till ökade transaktionskostnader. Flertalet kostnader samt problem har identifierats som framträdande i samband med implementeringen av EMIR. De olika lösningarna som presenteras, förklaras vara olikt beroende på om aktören anses vara större eller mindre på marknaden. Författarna kan slutligen se en långsiktig nytta med EMIR. / Background: Due to the financial crisis of year 2008. European Market Infrastructure Regulation, EMIR, was introduced to increase transparency and reduce the counterparty risk on the European derivatives market. The market demonstrates that the implementation has been problematic and an indistinct designing is expressed. According to studies, increased transaction costs have occurred due to the regulation. Operators that usually not are included by oversight by the Swedish FSA, now are due to EMIR which contributes to an implementation problem essential to analyse. Aim: The aim with the study is to investigate and by institutional theory analyse what costs and problems that occurs at the implementation of EMIR and to discuss solutions for these. Completion: To accomplish the aim of the study, the writers have used institutional theory and a qualitative approach. The empirical data is treated with focus on the implementation problems that affected parts experienced due to EMIR. The empirical data will be concluded with semi – structured interviews. The affected parts, in the study, are different stakeholders on the market that has developed because of the implementation of EMIR. With the theory as background different solutions to the implementation problems will be discussed in the analysis. Conclusion: The regulation is considered to be unclear and complex which results in increased transaction costs. Several costs and problems have been identified in conjunction with the implementation of EMIR. The different solution provided is explained to depend on if the participant is considered a small or a big contestant on the market. The writer can ultimately se a long – term utility with EMIR.

This study was carried out in Ronneby municipality during May 2006. I chose to compare three senior schools with regards to the implementation of objective orientated directives based on the teachers understanding of the task, motivation, resources allocated and their significance for the disparity between boys’ and girls’ grades. I carried out nine in-depth interviews: three at each senior school. From the interviews it emerged that teachers perceive objectives differently from parents and students. Teachers claim that they understand the directives but say that they lack the resources. According to those interviewed, the disparity in grades between boys and girls is due to biological factors, class affiliation and group dynamics. None of those interviewed feel that they contribute to the difference in grades. This study should not be seen as a generalisation but rather as a preliminary study to further research within the topic area.

To understand School Educators¡¦ attitude toward the Implementation of ¡§The Study of After School Remedial Program¡¨ in Tainan is main purpose of this study. The potential problems and improvement suggestions have been discussed in the study in hopes of providing the local education administration authorities, schools, and educators¡¦ valuable consultation. The research applies questionnaire investigation as the major research method. The survey on its existing problems and suggestive solutions is developed by the researcher. Questionnaires are distributed to school administration educators in 30 Tainan municipal junior high schools and elementary schools. 621 copies of questionnaires were distributed, 518 copies were collected, 506 copies are valid finally. Data is statistically analyzed for frequency, percentage, mean, and standard deviation in order to interpret demographics of survey respondents. According to the research outcomes, the major conclusions as followings: 1. The overall performance of remedial instruction classes fostered by the program in Tainan is acceptable¡C 2. School educators in general have positive point of views toward the solutions of remedial instruction classes fostered by the program. 3. They who never execute on remedial instructions feel the existing problems are serious than those who ever execute the program. 4. Aggressiveness at elementary schools is higher than it at municipal junior high in which existing more serious problems. Besides, small scale schools own higher aggressiveness with fewer problems than it at mid & large scale schools. 5. Among educators with various backgrounds at different school districts exist various thoughts on solution of the program. 6. Five factors on remedial instructions¡Glow enthusiasm of teachers¡Black of actual individual difference class grouping¡Blimitation of progress on higher grades¡Blimited class hours and short of craft and activity courses etc., must be faced and solved. 7. The most acceptable ways of solution on remedial instructions are acceptable earning¡Bmore teachers¡Bindividual difference class grouping¡Bresearch and develop teaching materials for remedial instructions and creating systematic diagnosis evaluation tools etc. According above discussions, this study made the following suggestions on future policy creating: 1. The education authorities should envisage educators¡¦ needs, offer solution and praise plans. Administration operation needs to focus on different school districts and various class grades by offering multi-methods promotion strategies. They should create systematic remedial instructions functions for receiving higher efficiency, and take elementary schools as the key target to implement remedial instructions. 2. The schools should reduce educators¡¦ difference on realization of the program by communication reinforcement, organize individual difference class grouping significantly to implement remedial instructions effectively; and promote students¡¦ learning desire by adding art, craft and activities courses. 3. The teachers should possess strategies and knowledge for remedial instructions to create teachers¡¦ professional image and behavior.

<p>This study was carried out in Ronneby municipality during May 2006. I chose to compare three senior schools with regards to the implementation of objective orientated directives based on the teachers understanding of the task, motivation, resources allocated and their significance for the disparity between boys’ and girls’ grades.</p><p>I carried out nine in-depth interviews: three at each senior school. From the interviews it emerged that teachers perceive objectives differently from parents and students. Teachers claim that they understand the directives but say that they lack the resources. According to those interviewed, the disparity in grades between boys and girls is due to biological factors, class affiliation and group dynamics. None of those interviewed feel that they contribute to the difference in grades.</p><p>This study should not be seen as a generalisation but rather as a preliminary study to further research within the topic area.</p>

According to the literature the status of Physical Education as school subject has declined considerably worldwide in many schools over the past twenty years. The concern about this decline in the presence and presentation of Physical Education in school curriculums across the world, initiated the “International Council of Sport Science and Physical Education‟s” (ICSSPE) investigation into the status of Physical Education in 167 countries and states. Hardman (2005) confirms that numerous governments legally committed themselves to offer Physical Education to children and young people, but due to several factors, this promise has not materialised. The most important outcome of this worldwide investigation is the World Summit on Physical Education in Berlin in 1999, organised by ICSSPE. More than 250 representatives of governments, inter-government organisations, non-governmental organisations (NGOs) and academic institutions of 80 countries from across the world, including South Africa, attended this summit. This summit was presented under the international supervision and protection of the “United Nations Educational, Scientific and Cultural Organization” (UNESCO) as well as the “International Olympic Committee” (IOC), with the co-sponsorship of the “World Health Organization” (WHO). Three weeks later, the Berlin Agenda or “Call for Action”, compiled at the World Summit, was presented for acceptance and support to “Ministers and Senior Officials reponsible for Physical Education and Sport” (MINEPS III) in Uruguay. With the acceptance of this “Call for Action” MINEPS III committed themselves to present and support quality Physical Education as a basic right of all children and young people in their different countries. Research Aim 1 of this study is: The evaluation of the re-implementation of Physical Education as subject in South African schools, and Research Aim 2 is: The analysis of the further implementation of Physical Education as subject in South African schools according to the Berlin Agenda. In 1994 Physical Education disappeared as a separate school subject in South Africa. With the implementation of Curriculum 2005 the subject was included as one of the outcomes of the Learning Area Life Orientation, and was systematically implemented from the Foundation Phase through to the FET Phase. Since the beginning of 2008 Physical Education has been a compulsory outcome of Life Orientation from Grade R up to Grade 12, with minimum ONE specified Physical Education period per week, per grade on every school timetable in South Africa. However, since the DoE-initiated countrywide training of 277 Life Orientation subject advisors in Physical Education in 2008, co-ordinated by the NWU (Potchefstroom Campus), there seem to be major problems with the implementation of Physical Education as outcome of Life Orientation. A quantitative research design, which included six phases and was supported by a limited qualitative set of data, was used in this research. Physical Education does not experience a very high status in South Africa. Insufficient teacher training (almost 50% of Physical Education staff have had no training), apparatus, facilities and support for the implementation of the subject increase the problem. If the government and National Department of Education wishes to honour the Berlin Declaration or “Call for Action”, it will have to speedily and seriously consider the recommendations in this research concerning training, apparatus, facilities, support as well as changes to the curriculum. Internationally the subject is under pressure, but countries such as Australia, England and the USA are serious about the subject. South Africa should speedily follow the same route as these countries and become serious about the re-implementation of Physical Education. As a democratic country, quality Physical Education for children and young people is the obligation and responsibility of the government, National as well as Provincial Departments of Education, school governing bodies, school management teams, teachers and parents. A lack of quality Physical Education can result in an unfit, overweight and uncompetitive sport population of children and young people in South Africa. Such an undesirable situation can cause negative a health-status, economic development as well as poor national and international sport results for an upcoming, developing country such as South Africa. / Thesis (Ph.D. (Movement Education))--North-West University, Potchefstroom Campus, 2011.

According to the literature the status of Physical Education as school subject has declined considerably worldwide in many schools over the past twenty years. The concern about this decline in the presence and presentation of Physical Education in school curriculums across the world, initiated the “International Council of Sport Science and Physical Education‟s” (ICSSPE) investigation into the status of Physical Education in 167 countries and states. Hardman (2005) confirms that numerous governments legally committed themselves to offer Physical Education to children and young people, but due to several factors, this promise has not materialised. The most important outcome of this worldwide investigation is the World Summit on Physical Education in Berlin in 1999, organised by ICSSPE. More than 250 representatives of governments, inter-government organisations, non-governmental organisations (NGOs) and academic institutions of 80 countries from across the world, including South Africa, attended this summit. This summit was presented under the international supervision and protection of the “United Nations Educational, Scientific and Cultural Organization” (UNESCO) as well as the “International Olympic Committee” (IOC), with the co-sponsorship of the “World Health Organization” (WHO). Three weeks later, the Berlin Agenda or “Call for Action”, compiled at the World Summit, was presented for acceptance and support to “Ministers and Senior Officials reponsible for Physical Education and Sport” (MINEPS III) in Uruguay. With the acceptance of this “Call for Action” MINEPS III committed themselves to present and support quality Physical Education as a basic right of all children and young people in their different countries. Research Aim 1 of this study is: The evaluation of the re-implementation of Physical Education as subject in South African schools, and Research Aim 2 is: The analysis of the further implementation of Physical Education as subject in South African schools according to the Berlin Agenda. In 1994 Physical Education disappeared as a separate school subject in South Africa. With the implementation of Curriculum 2005 the subject was included as one of the outcomes of the Learning Area Life Orientation, and was systematically implemented from the Foundation Phase through to the FET Phase. Since the beginning of 2008 Physical Education has been a compulsory outcome of Life Orientation from Grade R up to Grade 12, with minimum ONE specified Physical Education period per week, per grade on every school timetable in South Africa. However, since the DoE-initiated countrywide training of 277 Life Orientation subject advisors in Physical Education in 2008, co-ordinated by the NWU (Potchefstroom Campus), there seem to be major problems with the implementation of Physical Education as outcome of Life Orientation. A quantitative research design, which included six phases and was supported by a limited qualitative set of data, was used in this research. Physical Education does not experience a very high status in South Africa. Insufficient teacher training (almost 50% of Physical Education staff have had no training), apparatus, facilities and support for the implementation of the subject increase the problem. If the government and National Department of Education wishes to honour the Berlin Declaration or “Call for Action”, it will have to speedily and seriously consider the recommendations in this research concerning training, apparatus, facilities, support as well as changes to the curriculum. Internationally the subject is under pressure, but countries such as Australia, England and the USA are serious about the subject. South Africa should speedily follow the same route as these countries and become serious about the re-implementation of Physical Education. As a democratic country, quality Physical Education for children and young people is the obligation and responsibility of the government, National as well as Provincial Departments of Education, school governing bodies, school management teams, teachers and parents. A lack of quality Physical Education can result in an unfit, overweight and uncompetitive sport population of children and young people in South Africa. Such an undesirable situation can cause negative a health-status, economic development as well as poor national and international sport results for an upcoming, developing country such as South Africa. / Thesis (Ph.D. (Movement Education))--North-West University, Potchefstroom Campus, 2011.

Desde a regulamentação dos procedimentos de avaliação de impacto ambiental (AIA), em meados dos anos oitenta, numerosos projetos de mineração foram avaliados, aprovados e licenciados no Estado de São Paulo, consumindo grande parte dos escassos recursos humanos e materiais disponíveis para análise técnica de estudos ambientais. Pouco se sabe, no entanto, sobre os resultados efetivamente alcançados com a aplicação do novo instrumento de gestão ambiental. Esta pesquisa teve como propósito geral avaliar a eficácia da aplicação dos procedimentos de AIA aos projetos de mineração no Estado de São Paulo. O foco principal da análise foi a etapa de acompanhamento, ou mais precisamente, a atuação dos órgãos governamentais no sentido de garantir a correta implementação do projeto, bem como do programa de gerenciamento ambiental definido no processo de AIA como condicionante à outorga da licença. Analisaram-se em profundidade seis casos escolhidos entre os estudos de impacto ambiental aprovados no Estado no período compreendido entre os anos de 1987 e 1997. Em cada caso estudado, examinaram-se todos os documentos e registros administrativos disponíveis nos principais órgãos de governo que participam do processo de AIA. Esta tarefa objetivou principalmente (1) obter dados sobre cada projeto; (2) pesquisar todas as medidas mitigadoras e outras medidas de gerenciamento ambiental propostas e incorporadas aos termos e condições de aprovação do projeto; e (3) verificar as ações de controle executadas após a aprovação do projeto. Complementarmente, visitaram-se as minas para observação das condições de implementação dos projetos e das medidas de gerenciamento ambiental. Os resultados do estudo confirmaram largamente suas hipóteses iniciais de que a implementação dos projetos é falha e compromete severamente o processo. Concluiu-se, ainda, que esta situação decorre não somente das deficiências dos órgãos fiscalizadores, incapazes de garantir o cumprimento dos termos e condições estabelecidos na aprovação do estudo de impacto ambiental, mas de uma cadeia de imperfeições que atinge praticamente todas as atividades do processo de AIA. Para superar as deficiências da etapa de acompanhamento, propõem-se, portanto, intervenções nas várias etapas do processo, que deve ser aprimorado e fortalecido, sob pena de transformar-se um poderoso instrumento de gestão como a avaliação de impacto ambiental em apenas mais um obstáculo em meio às já enormes dificuldades burocráticas impostas para a regularização de empreendimentos de mineração. / Since procedures of environmental impact assessment (EIA) were regulated in Brazil, in the mid eighties, numerous mining projects have been assessed, approved and granted environmental permits in the State of São Paulo, draining a great part of the scarce human and material resources available for reviewing environmental studies. Notwithstanding, there are few data concerning the actual results achieved by this new environmental management tool. This research aimed at evaluating the effectiveness of the EIA procedures applied to mining projects in the State of São Paulo. The analysis focused mainly on the follow-up phase, or more precisely, on the government branches’ performance in enforcing the proper implementation of terms and conditions of project approval. The study examined in full detail six cases selected among the environmental impact studies approved in the State of São Paulo between 1987 and 1997. In each case studied, all the documents and administrative records of relevant government organisms that take part in the EIA process have been reviewed. This task aimed mainly at (1) obtaining data on each project, (2) surveying all mitigation and other management measures proposed and incorporated into the terms and conditions of project approval and (3) checking the control actions performed after project approval. Additionally, site visits were carried out in order to check the implementation of the project and the environmental management measures. The study widely confirmed its initial hypothesis that the implementation of mining projects is actually faulty, severely harming the whole process. The research also showed that this situation is not uniquely due to the weak performance of the surveillance agency, which is not able to enforce the terms and conditions of project approval, but also because of several imperfections that pervade most of the EIA process activities. To overcome the deficiencies in the follow-up phase, changes are proposed in several steps of the process, which should be improved and strengthened. If not, a powerful management tool as the environmental impact assessment is endangered to be transformed in just one more obstacle among the already enormous bureaucratic hindrances imposed to mining projects regularization.

Desde a regulamentação dos procedimentos de avaliação de impacto ambiental (AIA), em meados dos anos oitenta, numerosos projetos de mineração foram avaliados, aprovados e licenciados no Estado de São Paulo, consumindo grande parte dos escassos recursos humanos e materiais disponíveis para análise técnica de estudos ambientais. Pouco se sabe, no entanto, sobre os resultados efetivamente alcançados com a aplicação do novo instrumento de gestão ambiental. Esta pesquisa teve como propósito geral avaliar a eficácia da aplicação dos procedimentos de AIA aos projetos de mineração no Estado de São Paulo. O foco principal da análise foi a etapa de acompanhamento, ou mais precisamente, a atuação dos órgãos governamentais no sentido de garantir a correta implementação do projeto, bem como do programa de gerenciamento ambiental definido no processo de AIA como condicionante à outorga da licença. Analisaram-se em profundidade seis casos escolhidos entre os estudos de impacto ambiental aprovados no Estado no período compreendido entre os anos de 1987 e 1997. Em cada caso estudado, examinaram-se todos os documentos e registros administrativos disponíveis nos principais órgãos de governo que participam do processo de AIA. Esta tarefa objetivou principalmente (1) obter dados sobre cada projeto; (2) pesquisar todas as medidas mitigadoras e outras medidas de gerenciamento ambiental propostas e incorporadas aos termos e condições de aprovação do projeto; e (3) verificar as ações de controle executadas após a aprovação do projeto. Complementarmente, visitaram-se as minas para observação das condições de implementação dos projetos e das medidas de gerenciamento ambiental. Os resultados do estudo confirmaram largamente suas hipóteses iniciais de que a implementação dos projetos é falha e compromete severamente o processo. Concluiu-se, ainda, que esta situação decorre não somente das deficiências dos órgãos fiscalizadores, incapazes de garantir o cumprimento dos termos e condições estabelecidos na aprovação do estudo de impacto ambiental, mas de uma cadeia de imperfeições que atinge praticamente todas as atividades do processo de AIA. Para superar as deficiências da etapa de acompanhamento, propõem-se, portanto, intervenções nas várias etapas do processo, que deve ser aprimorado e fortalecido, sob pena de transformar-se um poderoso instrumento de gestão como a avaliação de impacto ambiental em apenas mais um obstáculo em meio às já enormes dificuldades burocráticas impostas para a regularização de empreendimentos de mineração. / Since procedures of environmental impact assessment (EIA) were regulated in Brazil, in the mid eighties, numerous mining projects have been assessed, approved and granted environmental permits in the State of São Paulo, draining a great part of the scarce human and material resources available for reviewing environmental studies. Notwithstanding, there are few data concerning the actual results achieved by this new environmental management tool. This research aimed at evaluating the effectiveness of the EIA procedures applied to mining projects in the State of São Paulo. The analysis focused mainly on the follow-up phase, or more precisely, on the government branches’ performance in enforcing the proper implementation of terms and conditions of project approval. The study examined in full detail six cases selected among the environmental impact studies approved in the State of São Paulo between 1987 and 1997. In each case studied, all the documents and administrative records of relevant government organisms that take part in the EIA process have been reviewed. This task aimed mainly at (1) obtaining data on each project, (2) surveying all mitigation and other management measures proposed and incorporated into the terms and conditions of project approval and (3) checking the control actions performed after project approval. Additionally, site visits were carried out in order to check the implementation of the project and the environmental management measures. The study widely confirmed its initial hypothesis that the implementation of mining projects is actually faulty, severely harming the whole process. The research also showed that this situation is not uniquely due to the weak performance of the surveillance agency, which is not able to enforce the terms and conditions of project approval, but also because of several imperfections that pervade most of the EIA process activities. To overcome the deficiencies in the follow-up phase, changes are proposed in several steps of the process, which should be improved and strengthened. If not, a powerful management tool as the environmental impact assessment is endangered to be transformed in just one more obstacle among the already enormous bureaucratic hindrances imposed to mining projects regularization.

A smart contract is a recently emerging technology which enables agreement to be automatable by computers and enforceable by legal enforcement or tamper-proof execution of code. A majority of smart contracts are run on the blockchain which enables smart contract transactions without a central authority. Smart contract implementation contains several challenges which makes implementation more difficult. The problem is that organisations struggle to implement smart contracts due to the absence of documentation, standardisation, and guidelines making it difficult to know how a smart contract should be implemented. Additionally, it is unclear what capabilities and tools are required for smart contract implementation. Therefore, it is challenging for organisations to assess their own competence of smart contract implementation. This thesis aims to develop a Smart Contract Maturity Model (SCMM). The purpose of the model is to clarify the functionalities and capabilities required to implement a smart contract while also offering organisations the ability to assess the smart contract implementation competency. This improves the adoption of smart contracts. Through the help of the design science framework, the SCMM emerged from the thesis. Applying design science included explicating the problem, defining requirements, designing and developing the artefact, demonstrating and evaluating the artefact. A literature survey was used to explicate the problem and to define requirements for the maturity model. Furthermore, a case study including interviews were used to refine the requirements and to demonstrate and evaluate the SCMM. The SCMM includes maturity levels, generic goals and practices, specific goals, key processing areas and practices, tools, glossaries and smart contract examples. Inspired by the Capability Maturity model Model Integration for Development (CMMI-DEV), the maturity levels of the SCMM consisted of initial, foundation, managed, defined, quantitatively managed and optimising. The identified key processing areas were stakeholder capabilities, resources and tools, platform, contract implementation, standards, laws and terminology and security. Although there were several limitations, the SCMM contributed to the field of smart contracts by closing the gap of previous research and improving the adoption of smart contracts.